A quantitative, causal-comparative study between single gender and traditional mixed gender schools was conducted to examine how single gender schooling affected the academic achievement of African American males in a high-poverty urban community. This study examined the differences in TSI and EOC scores between African American males who attended a single gender male high school and a traditionally mixed gender high school serving students in the same community in Fort Worth, Texas. A two sample t-test was used to compare the STAAR and TSI scores of the two groups of African American males. Microsoft Excel was used to collect the descriptive statistical data and analysis was conducted in SPSS version 25.0 for Windows. A detailed description of the participants, the research design that was used in the study, a description of instruments that was used to analyze the data, research problem, research questions on which the study was based, and a description of data analysis methods that was used. This quantitative research compared the STAAR and TSI scores in language arts, math, and reading. The findings of study indicate the single-gender school model impacts the academic achievement of African American males in a particular community in Fort Worth, Texas. The …

Across the United States, African American males face barriers to securing a quality education. Barriers such as educational gatekeeping, and low identification, have caused African American males' enrollment in advanced placement courses to be at a rate lower than all other ethnicity and gender populations. A qualitative approach to research was used to explore how and in what ways district and school leaders created or hindered equitable advanced academic program opportunities for African American males. Through the lens of critical social theory, individual face-to-face interviews with district/campus educators and a focus group interview with African American male students, the lived experiences of participants within the advanced placement program were brought to the fore. Three questions guided the study: 1) How do district and school policies and practices create equitable advanced academic program opportunities for African American males; 2) How and in what ways do district and school leaders create or hinder equitable advanced academic program opportunities for African American males; and 3) What conditions have supported or hindered African American males in their ability to enroll and succeed in advanced academic courses. Findings revealed four themes to creating equity for African American males within the advanced placement program which included, …

The purpose of this study was to evaluate the benefit accrued to fifth-grade students who participated in a summer school accelerated instruction program utilizing accelerated instructional practices in a Texas school district. The secondary intent was to determine the program's effect on student regression or retention as measured by Measures of Academic Progress (MAP) scores and State of Texas Assessment of Academic Readiness (STAAR) tests in reading and mathematics. The district provided summer accelerated instruction to fifth-grade students who did not pass reading and/or mathematics portions of STAAR for the May administration. For this study, I focused on the 2018 summer accelerated instruction offered by the district, using a mixed methods design to analyze the effectiveness of accelerated instruction for the students who participated in the summer program. A paired samples t-test was conducted to evaluate if students who failed the May STAAR in either reading or mathematics increased their scores on the June STAAR. Also, a paired samples t-test was conducted to determine if these same students increased their fall MAP test when compared to the spring MAP test. Teachers were interviewed to determine their perceptions of the most beneficial parts of summer school for students who attended. The …

This mixed-methods study identified the effective practices of the principal and leadership team in an Improvement-Required (IR) high school that significantly influenced student achievement and guided their school from IR to a rating of Met Standard in one year. IR or F schools under the new system are schools that failed to meet the state accountability target goals. The high school in this study had a large culturally and economically diverse student population with a high percentage of English learners. The leadership practices were identified through four themes revealed by the qualitative data analysis of focus group and individual in-depth interviews: (a) importance of instructional, collaborative leadership, (b) intentional planning of effective instruction for all students, (c) consistent use of data to guide instruction, and (d) ongoing, data based, targeted staff development. The study findings are significant due to strong corroboration between the qualitative data collected from the interviews and the quantitative results from the faculty survey.

A considerable amount of research has been done surrounding education in classrooms from kindergarten to Grade 12, but little research has been done surrounding early childhood education (ECE) beginning with birth to age 4. As a result, research is needed that examines interventions aimed to improve the quality of early childhood education for young bilingual learners at the earliest stages of schooling. The present study examines current efforts to serve the specific population of young bilingual children entering classrooms in an urban school district in North Texas. The focus of this study includes the access and examination of quality ECE programs (defined by the extent to which bilingual children have access to bilingual education programming). The present study also observes the visibility of young bilingual children who receive services that are responsive to their characteristics, experiences, and specific needs. Lastly, this study used a multiple regression analysis to examine the Kindergarten Early Assessment test that has been put in place to measure the school readiness performance of bilingual children in this urban district. Specifically, the analysis included program type, language of assessment, socio-economic status and gender variables.

The purpose of this qualitative, multiple case study was to explore the practices and behaviors of successful Latin@ principals in high-need Texas middle schools focusing on the following three areas: learning, leadership, and context. Varying qualities of leadership essential for leading high-need middle schools coupled with contextual factors such as policy and community were examined. More importantly, this research sought how successful Latin@ leaders promoted a culture of learning in high-need middle schools with a focus on English learners (ELs). High-need schools are defined as those presenting a context that challenges the success of students. The study on leadership in high-need schools focuses on an investigation of strategies principals in these schools may employ and determining ways in which high-need school leaders are prepared and supported. Factors affecting the condition in high-need schools may include: (a) student and community characteristics (e.g., ethnic minorities, mobility, poverty, non-native language speakers), (b) student performance (e.g., math and reading scores, graduation rates, attendance), and (c) other factors (e.g., teacher and leader turnover, staff morale, student engagement). The context of schools matters and effective leaders in high-need schools must be able to lead using contextually appropriate responses. Two Latina principals serving in high-need middle schools, …

Disciplinary literacy is an approach to literacy in the content areas that helps students develop thinking and literacy skills that mimic experts in the field. The goal of this study was to explore the instructional practices of history teachers who have been nominated as exemplary and the role of disciplinary literacy in their instructional practices. Exemplary teachers were defined as those with strong content knowledge, experience teaching, and recognition for their teaching. This study used a qualitative multiple-case study research design. Data collection included interviews and classroom observations with nine participants across four school districts. Thematic data analysis was used as the method of analyzing data. In the cross-case synthesis portion of analysis, one of the strongest beliefs expressed by the participants was that teachers need to work to make history relevant for students. The observed teaching practices of exemplary teachers showed that exemplary teachers create strong classroom communities that focus on inquiry, discussion, and student-led learning opportunities. The findings from this study suggest that teachers need to have strong content knowledge (an in-depth knowledge of historical events) and discipline knowledge (understanding of how historians read, write, think, and discuss in their field) in order to build the pedagogical content …

Research shows that students who take advanced mathematics courses perform better on measures of college readiness than students who take less rigorous courses. However, no clear effect has been shown on requiring all students to take more advanced courses. This study examined whether increases in the number and level of mathematics courses required for high school graduation have resulted in increased levels of college aspirations and preparedness. Specifically, twenty years of data from a rural school district in Texas were analyzed to determine whether the impact on college entrance exam-taking and performance differed by the mathematics requirements in effect for each class. Logistic and linear regression modeling revealed no statistically significant effect of higher requirements. And while overall results by gender and race mirrored previous research, with males tending to have higher scores than females and White students tending to score higher than African-American and Latinx students, the increased requirements were not associated with any mitigation in these inequities.

In May of 2002, Wichita Falls ISD, a district in Texas with a stagnate enrollment of 14,000 students for multiple years, asked for the community to support a $120 million bond to help cover the cost of four new elementary campuses and to maintain and upgrade aging facilities. The bond failed. Additionally, a 2004 bond failed again. Finally, in 2006, the district is finally able to pass a $60 million bond and only includes two new elementary campuses and no funding to address the aging facilities. At the same time, other districts in fast growing areas of Texas are able to pass school bonds with little to no issues. This begs the question, is there a formula for getting school bonds passed? The purpose of this study is to discover what key factors influence a bond package; to help find those answers, eight districts in Texas were selected, five considered to be a fast-growth district" and three considered to be no-growth district. The study used a qualitative research approach, using semi-structured interviews with 24 participants. After all factors were analyzed, a pattern and recommendation is developed for districts to follow allowing a high degree of success for school bonds.

This study examined student academic optimism in four diverse North Texas school districts. This study used a convergent parallel mixed methods design to analyze results of an online administration of the survey, and Latinx student responses to a focus group protocol derived from the survey. Quantitative results indicate the individual scales making up the construct align with previous research results. The three scales were found to be strongly and significantly correlated, indicating the potential for validation. Qualitative results indicate Latinx students' perceptions of their academic careers align with four themes. Latinx students are keenly aware of their teachers as a person, their school as a community, the intrusion of the outside world, and students as agents. Qualitative results support the importance of the three components of the construct, student trust in teachers, student academic press, and student identification with school. As a new source of data, combined with existing metrics of instructional effectiveness, student academic optimism could increase the ability of decision makers to improve the overall efficacy of school systems especially when addressing the persistent opportunity gaps for Latinx and other students of color.

Zero-tolerance discipline policies have been in use in U.S. schools for almost 25 years. Since their enactment in the 1990s, researchers have found that zero tolerance disciplinary policies and practices can cause students to enter the school-to-prison pipeline. The purpose of this qualitative case study was to understand the perceptions of middle-school male students of color regarding the discipline process on a campus that supplemented zero-tolerance discipline with restorative practices (RPs). Additional intents of this study were to discover the challenges students encountered when they returned from a disciplinary alternative education program (DAEP) and determine whether RPs helped or hindered their transition to the home campus. Six middle-school male students of color who were placed at the district's DAEP and returned to their home campus participated in the study. The conceptual framework was based on Braithwaite's concept of stigmatized shame following an exclusion and Nathanson's human reactions to shame. The study yielded seven major themes: (a) student perceptions of exclusion, (b) behaviors related to exclusion from school, (c) human reactions to shame—attacking others, (d) human reactions to shame—avoidance, (e) the need for reintegration and acceptance, (f) traumatic events, and (g) dissonance in the discipline process.

A suburban district in the southwestern region of the United States created a choice-based program in which students have the opportunity to address their social, emotional, and academic needs through a mid-day period where they have the ability to attend tutorials or engage in a variety of club and social activities. Each day, students choose the activity that best serves their needs, be those academic, social, or emotional. In order to determine students' attitudes, opinions, and uses of the program in an effort to improve its effectiveness for student success, this qualitative study was planned to respond to the research questions: (1) how do students spend the emPower period? and (2) what are students' thoughts, attitudes, and opinions with regards to emPower? The research began by examining student responses to a previous principal survey asking their opinions on the program. Following the analysis of the survey, focus group sessions of five students from each high school grade were held to discuss student perceptions, choices, and uses of the program. The discussions were audiotaped and transcribed. Thematic data analysis resulted in themes of stress, social life, environment, regulations, choice and tutorials. Findings included a continuum of maturity evident with students' choices …

Research continues to support the positive link between teacher collective efficacy and student achievement. The purpose of this study was to better understand how principal leadership behaviors affect teacher collective efficacy beliefs. The study was designed around Goddard, Hoy, and Hoy's construct of teacher collective efficacy, which is grounded on Bandura's efficacy constructs. The sequential mixed-methods study was designed to examine the perceptions of teacher participants from one Texas Title I middle school regarding principal leadership behaviors. A case study approach was used to construct meaning from teachers' perceptions about the effects of principal behaviors on teachers' beliefs regarding the components of collective efficacy. The quantitative portion of the study (a survey) examined teacher perceptions of their collective efficacy beliefs regarding various facets of the school organization. The qualitative portion (focus group and individual interviews) centered on what teachers perceive to be the impact of principal leadership behaviors on their teacher collective efficacy. Findings from the quantitative portion of the study suggest that teachers perceive their levels of collective efficacy to be higher when reflecting on factors that are primarily connected to school, like learning, motivating students, and handling student discipline issues. Findings from the qualitative portion of the study …

Citation analysis, which provides insights into the influence of particular scholarly work in a field of study, can also show epistemological "turns" through patterns of citations over time. This study explored the impact of postmethod epistemology on the shared knowledge of the English-as-a-second-language (L2) education community over a 26-year period. The approach consisted of tabulating and analyzing citations in 125 articles from two major journals, Teaching English to Speakers of Other Languages Quarterly (TESOL Qrtrly) and English Language Teaching Journal (ELT). The time period covered was 1994, when the term postmethod was introduced in TESOL Qrtrly, through 2019. Attention went to the following questions for each journal and for both journals together: (i) who is the most influential of the three major postmethod authors, B. Kumaravadivelu, Richard Allwright, or Hans Stern? (ii) what was the most cited postmethod publication? and (iii) have there been patterns over time for citations of postmethod authors and publications and for the use of the term postmethod? Of the three postmethod authors, Kumaravadivelu was the most cited in the two journals combined. For TESOL Qrtrly, Kumaravadivelu was the most cited, and Stern was second. For ELT, Kumaravadivelu and Allwright had an equal number of citations, …

Experiences of shame, such as feelings of failure, scorn, ridicule, and embarrassment, all impact a student's successful mastery of academic skills. To identify and understand the shame experiences that impact a student's success, as told from the student's perspective, and determine which factors contribute most to student success, the lenses of the shame resiliency theory and self-determination theory were utilized. This phenomenological qualitative research study explored the struggles associated with shame that students who attended and graduated from a school-of-choice alternative school experienced. In addition, it examined the factors, experiences, and/or constructs related to social and emotional well-being and resiliency that students who attended and graduated from a school-of-choice alternative school identified as most salient regarding their ability to progress through their secondary school years, achieve educational success, and ultimately, graduate from high school. The results of this study add to the body of evidence that supports a shift in the education program from a focus on assessment to SE support for the whole child. Addressing students' academic needs are but one piece of the puzzle. Meeting their social and emotional needs may, however, be even more important, both in the short-term and the long-term for all students, regardless of …

The transition from middle school to high school can be challenging for some students. Many school districts are implementing practices to ease the transition to high school. The current study examined one school district's practices and procedures for the development and implementation of a ninth-grade center. In this study, I examined the perceptions of 12 participants (teachers, counselors, and campus and district administrators) in a suburban Texas school district with a ninth-grade center. Using a qualitative descriptive case study methodology, data were collected and analyzed from face-to-face in-depth interviews and a focus group. The findings revealed an overall positive view of ninth-grade centers and a generally favorable impression of separating ninth graders from the remainder of the high school student body, to focus specifically on ninth graders' unique and individual needs. There were some identified concerns related to communication and logistical issues between the ninth-grade center and the main high school campus. From participant feedback, effective campus leadership, providing engaging and ongoing professional learning, having a separate facility, and creating a sense of team through building strong relationships are the specific top four elements that are most effective in developing a ninth-grade center. While this study provides a practical set …

This qualitative case study explores teachers and students perceptions of pop culture and its use in secondary English classrooms. I used thematic analysis to identify key themes addressed by teachers and students concerning pop culture. Teachers and students were surveyed and from there purposive sampling was used to select five teachers and eight students. Participants took part in individual and focus group interviews regarding their perceptions of pop culture use in the classroom as well as classroom observations. In my analysis of data I identified themes that both students and teachers shared such as the use of pop culture to build positive teacher-student relationships or make lessons relevant to students' lives. Additionally, the research shows differences such as teachers' trepidation of using pop culture effectively or not knowing where to find relevant references. Practitioner implications include: the importance of implementing pop culture to help build positive student-teacher relationships, professional development to help teachers implement pop culture in their classes, and more student voice in the pop culture selection process. Implications for future research include investigating the perceptions of pop culture use in other countries' school systems or socioeconomic school districts within the United States. Additionally, a longitudinal study into the …

The overarching purpose of the study was specifically designed to examine how teacher preparation programs contributed to novice teachers' sense of self-efficacy. The significance of this study related to how well teachers were prepared, based upon their preparation program. This qualitative methods study incorporated a research design consisting of phenomenological research. Eleven thematic findings derived based upon the participants' input after several series of data analysis and reduction, using a general deductive approach. Results showed many implications of how teacher preparation programs contributed to the participants' sense of self-efficacy. Major implications for teacher preparation programs and their impact on novice teachers are discussed, such as improvement measures for preparation programs, and opportunities to increase teacher effectiveness.

Literature indicates that science content knowledge has long presented difficulties for preservice elementary teachers. Analyses of 473 scores from participants' attempts on an elementary certification exam, the TExES EC-6 Core Subjects, Science (804), were analyzed for this study to determine the impact of a physical science intervention that included demonstration lessons, microteaching, and reflection as part of a science methods course on science content knowledge. Analyses of scores for participants making repeat attempts to pass indicated that scores were higher for attempts made after participation in the physical science intervention than attempts made before participation. Of 104 participants who made initial unsuccessful attempts and repeat attempts, the 89 attempts made after participation in the physical science intervention had a mean scaled score of 238.24 (SD = 14.93) while the mean score for the 15 attempts made before participation in the intervention was 219.73 (SD = 20.04). The difference between the mean scaled score for these two groups was statistically significant, t = -4.21, df = 102, p<.001. Score reports from Hispanic/Latino and from White/Non-Hispanic participants who passed on the first attempt (n = 85, MS = 259.82, SD = 12.04 and n = 226, MS = 264.12, SD = 11.92, …

This educational biography is a study of Alexander Campbell's (1788-1866) educational activities and educational thinking. These activities included the following: his creation of Buffalo Seminary; advocacy for common schools at the Virginia State Constitutional Convention of 1829-1830; participation in the Western Literary Institute and College of Professional Teachers of Cincinnati, Ohio (an organization for educators); speeches on education and common schools; founding Bethany College in present-day Bethany, West Virginia; and his discussion of educational issues in his journal, the Millennial Harbinger. The study explores how Campbell's unique early-life affected his future educational life. His early-life included intensive study under his highly educated father, home-training in Christian piety, and studying for a time at the University of Glasgow. The study focuses especially upon Campbell's involvement in the College of Teachers, his founding of Bethany College, and his major educational ideas. Some of Campbell's major educational emphases include: the need for public education; human knowledge as a national resource; moral education; lifelong learning; female education; student interest; a broad and holistic conception of education; a focus on early childhood education; utilitarian education; and the power of education. This study concludes that the overarching theme of education as power pervades Campbell's educational thinking.

The purpose of this qualitative study was to determine the cultural competence of district leaders and their potential resulting influence on campus leaders in the face of a rapidly changing educational and community landscape. A secondary purpose was to ascertain district and school leaders' placement on the cultural proficiency continuum to gain a greater understanding of (a) the potential effect, if any, that district leaders' level of cultural competency had on the cultural competency of campus leaders, and (b) how the cultural competency level of both district and campus leaders influenced district policies, practices, and school climate. The analysis and interpretation of findings of this research study were based on a conceptual framework, informed by the six constructs of the cultural proficiency continuum as developed by R. Lindsey, Nuri-Robins, D. Lindsey and Terrell. Four district office leaders and three campus principals, from the same district, were selected as participants. The campus principals represented elementary, middle, and high schools. Data were gathered from semi-structured face-to-face interviews with each participant, three meeting observations, and document analysis. Findings revealed evidence of a strong relationship between district leaders' cultural competence, campus principals' cultural competence, and district policies and procedures. There was also a direct …

Research has shown that LGBTQI youth are four to six times more likely to attempt suicide than their heterosexual peers. Many schools across the nation have focused their efforts on creating safer climates for diverse populations, including LGBTQI youth and staff. The purpose of this study was to determine the extent to which school leaders practice culturally proficient school leadership in order to build and foster positive relationships with students and staff who are members of the LGBTQI community. The overarching research question was: To what extent do school leaders identify and practice culturally proficient leadership in relation to LGBTQI students and staff? A sequential mixed-methods explanatory research design was utilized to examine the perceptions of secondary school leaders and staff in one mid-sized urban school district regarding culturally proficient school leadership. For the quantitative portion of the study, a School Climate Questionnaire and a School-Wide Cultural Competence Observation Checklist was employed. Descriptive statistics were used to analyze quantitative responses. For the qualitative portion of the study, data pertaining to the experiences and perceptions of secondary school leaders, obtained through focus group interviews, were examined. A two-part data analysis process, including both deductive and inductive coding, was used. Evidence from …

In seeking to maximize student learning, educators must implement grading practices that assess well-defined course standards and clearly articulate student proficiency. Standards-based grading (SBG) practices enhance student learning by linking well-defined course standards and effective feedback. Analysis of variance (ANOVA) testing sought to determine if the use of standards-based grading in Algebra I resulted in higher achievement on standardized tests, specifically the Algebra I the State of Texas Assessment of Academic Readiness (STAAR) End of Course (EOC) assessment. Specifically, addressing the following research questions: Are there differences on Algebra I scores on the STAAR EOC scores between students in a traditional grading system, hybrid grading system, and a standards-based grading system? Are the effects of grading system methods moderated by participant characteristics, i.e., gender, race/ethnicity (Black, Hispanic, White, and Asian), English language learner, special education services, or economically disadvantaged? One high school campus in a large school district in North Texas was involved in the current study. The study examines three years of data as the campus transitioned from a traditional grading system to one that employs the tenants of an SBG system while continuing to formally report percentage grades for assessments. In this study, the researcher found evidence to …

The purpose of this study was to analyze and determine the predictive power of individual and a combination of different indicators that are used to determine college readiness. For this study a logistic regression analysis was conducted due to the dichotomous nature of the dependent variable. The dependent variable for the study was the earning of a post-secondary credential. The independent variables included high school diploma type, Advanced Placement course taken, Advanced Placement test performance, SAT performance, ACT performance, a multidimensional index made up of all the variables, and high school GPA. The study found that high school GPA had the strongest odds ratio, Exp(B), for the participants earning a post-secondary credential (Exp(B) = 6.597), followed by diploma type (Exp(B) = 6.316), taking an Advanced Placement course (Exp(B) = 4.368), earning at least one qualifying Advanced Placement test score (Exp(B) = 3.846), a multidimensional index (Exp(B) = 2.318), ACT score (Exp(B) = 1.161) and SAT score (Exp(B) = 1.003). Future analysis is needed by using live data of student's college performance, stratifying the data to account for differences in post-secondary performance by different racial and socio-economic groups, and studying the effects of the State of Texas' chosen college readiness variables.